注册 登录  
 加关注
   显示下一条  |  关闭
温馨提示!由于新浪微博认证机制调整,您的新浪微博帐号绑定已过期,请重新绑定!立即重新绑定新浪微博》  |  关闭

宁老师留学DIY咨询

MBA及Master申请PS/Essay/简历/推荐信写作咨询人

 
 
 

日志

 
 
关于我

2009年7月份,我给一个老朋友(Simon FT-MBA,2010春季班)为申请MBA而写的Essay提了几点比较关键的修改建议。后来,她成功拿到Simon的Offer。再后来,她建议我做留学DIY咨询方面的工作,并向我介绍了我的第一个客户。最终,我的第一个客户也成功拿到几个TOP16商学院的面试并顺利拿到Duke Fuqua商学院MBA的录取。 本人毕业于上海复旦大学管理学院国际企业管理系,属于商科科班出身并且做过管理工作、有领导经验的人士。

网易考拉推荐
 
 

留学参考:Dean For A Day: How MBAs Would Change Business Education  

2017-06-08 03:22:05|  分类: DIY留学综合信息 |  标签: |举报 |字号 订阅

  下载LOFTER 我的照片书  |

留学参考:Dean For A Day: How MBAs Would Change Business Education
 

BY: JEFF SCHMITT ON JUNE 06, 2017

 

 

Everyone has an opinion — especially when it comes to being in charge.

MBAs are no different. Since arriving on campus, they’ve studied and practiced leadership. In cases, they’ve weighed alternatives and tradeoffs. Every day, they’ve been trained to identify gaps and opportunities, to imagine, question, test, and contrast. In other words, they’ve honed the perfect skill set to evaluate their MBA experience — and improve upon it.

How much improvement? You won’t find MBAs amassing outside the dean’s office with pitchforks and torches. In Poets&Quants’ survey to “Best & Brightest” MBAs from the Class of 2017, respondents gave their alma maters a 9.16 score (with 10 being the highest mark). Not exactly a mandate to ransack — let alone reform — graduate business education.

That’s not to say MBAs aren’t looking to add new wrinkles to their programs. As part of the Best & Brightest nomination process, selected students were asked this question: “If you were a dean for a day, what one thing would you change about the MBA experience?”After socking 12 to 21 months into their education, not to mention shouldering an average debt of $39,000, the Best & Brightest were happy to share how business schools could raise the bar.

BRINGING DEGREE PROGRAMS AND REGIONAL PLAYERS TOGETHER

Several students cited the need to connect outside class. This common theme was expressed in several different ways. Arizona State’s John Masline, for example, hoped to boost the number of classes that included both first- and second -ear students. To solve that, he suggests a required cross-departmental course that would mix these students, which are, in his opinion, in very places in their education and careers. “It can feel like we are in two separate programs,” he admits. “[It] would provide a great opportunity for cross-class learning and networking.”

In student government, Boston University’sAntonio Jimenez had the chance to interact with several part-time MBAs. In his experience, full-time MBAs are missing a huge opportunity by being separated from such students. “I would make an effort to redesign social events in a way that allows people from other programs to know each other more,” he shares. “One of the most important aspects of coming to business school is to expand your network and it makes no sense that full-time MBAs share so few with part-time MBAs or other graduate programs.”

Across town, Boston College’s Katie Philippi would take it a step further by pooling resources with other MBA programs in the region like Babson and Northeastern. “As a smaller MBA program, it is often difficult for us to fill events or attract larger companies to come to campus for only a few interested students,” she explains. “It would be great to partner with other programs to leverage each other’s resources, connections and collective size. We could collaborate for speaker events, networking, case competitions and company visits.”

The University of Toronto’s David St. Bernard takes a different tact to fostering a stronger community. As dean, St. Bernard would devote greater effort to better diversifying the classes and increasing mentorship to women and minorities in the program. “The business sector needs more diverse perspectives to be as innovative as possible to respond to the changing and diversifying needs of our increasingly interconnected world,” he points out.

DON’T FORGET THE LITTLE GUY

This theme carries over into the classroom too. At IMD, Andrea Michahelles Barreno would seek to increase the number of female students and speakers. In contrast, Washington University’s Markey Culver would push for more cases and discussions that address international and female-focused topics. Kevin Boldt subscribes to this global approach as well. However, the Georgia Tech grad would tackle the issue by purchasing an airline ticket voucher, good for one international trip, for every student.

The idea stems from absorbing Japanese culture during an international practicum with UPS. For Boldt, the benefits extend far beyond experiencing the global nature of business. “A common business school response in the classroom is “it depends,” he notes. “The opportunity for every student to spread his or her wings and to be exposed to the cultural nuances and business dynamics of a particular locale provides the context for students to see some of the factors that lead to the success or failure of strategy execution.”

MBAs need not trek overseas to gain an appreciation for where strategy flourishes or flounders. At the London Business School, Alana Digby gained similar insights from shadowing the same people who’ll ultimately be carrying out strategy. She would encourage fellow MBAs to do the same. “I would set up a programme for MBA students to spend a day working in retail, in a factory, shadowing a train driver, following a nurse or some role that we might never otherwise experience,” she offers. “As MBA students, we spend a lot of time aspiring to management roles, but equally we need to keep ourselves grounded and stay close to the experience of the people at the coal face of the organisations we lead.”

At the same time, Yale’s Katy Mixter would leverage the work experience of classmates from the get-go of every class if she were dean. “I would have each professor in the first year core begin the day by asking, “Has anyone in this class applied the concept that we are going to talk about today in their former job?” I think this conversation would be incredibly helpful for students who have no context for a new concept and do a great job of highlighting the practical expertise in the room.”

TREATING ENTREPRENEURSHIP AS A CORNERSTONE

Moving into the overall curriculum, several Best & Brightest graduates listed entrepreneurship as an area for adjustment. Northwestern’s Jared Scharen suggests tacking an introductory entrepreneurship course onto the core curriculum, particularly since most of his classmates planned to start their own companies someday. “Even if you don’t end up starting a business in your life, understanding the process is crucial to being innovative in any type of job,” he adds. “The whole idea of understanding the customer and testing to deliver a solution to a customer’s problem is fundamental to the success of any business.”

At the University of Michigan, Holly Price served as the Co-President of the Entrepreneur & Venture Club. Although she will start out at McKinsey, she credits her entrepreneurial background to being central to her career growth. “I think that all students, regardless of their career goals, would become more empowered managers, more innovative thinkers, and maybe even more empathetic problem solvers if they went through the motions of launching a business.” Like Price, Cornell’s Ziad Jarjouhi, who ran his PureSpinach startup during school, believes students should either launch or join a startup during school. “From my experience, there has been no better opportunity to implement what is being taught in classes than to apply it to a startup.

 

If anything, adds Price, a startup is a sure-fire tonic to hubris. “Every day it seems that I am mainly learning how much I have yet to fully understand. It is a very humbling way to go through the MBA experience.”

LIBERAL ARTS: THE PATH TO POVERTY OR A GUIDE TO DECISION-MAKING?

In business cases, Southern Methodist University’sMichael Jay Orr has studied the dangers of silos, those subversive structures that stifle communication and innovation alike. Ironically, he has noticed how those same silos are entrenched in universities. As dean, he would open up business school to other disciplines to freshen up the curriculum.

“Students in the business school are not encouraged to take courses in any discipline outside of business,” he asserts. “This is problematic because life is not isolated. The lines between business, engineering, creative writing, and law are often blurred. While students should be proficient in their field of expertise, I believe there is great value in exposure to other disciplines. For instance, the famed founder of modern management, Peter Drucker, was not educated in business, but had a background in law. Studying other fields will equip students with a more holistic approach to life and business.”

The University of Chicago’s Booth School of Business boasts one of the city’s best art collections according to recent graduate Andrew Ward. To stir classroom discussions and imaginative problem-solving, he would encourage professors to bring art into their classrooms. “Interpreting art requires a comfort with ambiguity,” he contends, “which I believe, is an incredibly important skill in business. Anyone who has read enough business cases knows that they are often not straightforward and in many instances, there is not a single right answer. Bringing artwork into the classroom could help hone the skills necessary to rationalize through these ambiguous business problems.”

For Tom Allin, a Dartmouth College graduate, the arts and humanities also inject an angle that can be sometimes overlooked in classroom debate. “Business is such an incredibly powerful tool for effecting change, but I think there isn’t always much consideration for how it can change (or, even, hurt) the vitality of communities, institutions, and people,” he argues. “I do think developing an appreciation for the less tangible things is important for folks who will potentially be future stewards of them.”

LEAD A TEAM…OR LEAD A CLASSROOM?

The liberal arts wing isn’t the only bloc of students clamoring for greater accountability. The University of Iowa’s Meganne Franks, for example, would require every student to head a project team at least once during an MBA program. “Regardless of whether you are a leader or a team member, MBAs should experience the pressure of making executive decisions and taking unconditional responsibility for the outcomes of the team,” she emphasizes.

Leading a project is one thing. Emory’s Adam Parker, however, would require second years to command a classroom in a one credit “Special Topics” course during their final semester. “My classmate, who previously worked for the NBA, could present on sports marketing; a different peer, who led troops on peacekeeping missions in Afghanistan, could present on operations strategy. We can learn so much from each other given the myriad backgrounds and past professional experiences.”

One gap in the MBA curriculum is interviewing skills, says Stanford’sFederico Mossa. In this case, it’s not the interviewing that MBAs role play to death with their friendly neighborhood career services team. Instead, it is the hiring interviews that MBAs will someday do to build their own teams. According to Mossa, interviewing and hiring may be the most important parts of their jobs. “Business school does not teach us, in practical terms, how to get better at interviewing,” he confesses. “If I were dean for a day, I would seek the help of experts in the field, and create an experiential course showcasing pros and cons of different interviewing techniques. At the GSB, we work on developing our own communication and negotiation style, and this would be a helpful addition to our toolbox for the future.”

PUSH BACK RECRUITING TO HELP CLASSES JELL

Those aren’t the only areas where the Best & Brightest would tinker with the MBA curriculum. Many times, MBA students select courses that appear alluring on the surface, but soon realize that they don’t kindle their passions. Duke’s Erika Hines would rectify that by offering mini courses that introduce students to core concepts before they commit a full quarter or semester to them. “This would help expose students to a broader range of topics and help them make better decisions about the courses they’d actually like to dive into more deeply,” she states.

The University of North Carolina’s Lauren Montagne draws from the past for her inspiration. She would introduce a “Throwback Day” during the second year to consider what they’ve learned so far. “I’d love to go back and revisit all my core classes (maybe just for a few hours) to see how my perspective changed after my summer internship experience.”

Not surprisingly, the recruiting process doesn’t escape the purview of these deans for day. Some graduates, such as Yale’sClaire Lee, would love to push internship recruiting back in the academic calendar so first years can focus on academics and building relationships with classmates. “Forming friendships and networks takes time and there’s simply not enough of it, particularly in the first year, to get to do that meaningfully,” she reminisces. “Plus, the first few months are critical in setting the right tone and balance in maximizing the experience going forward – alleviating the stress, often amplified by recruiting, would significantly help the transition into the full-time MBA experience.”

PHYSICAL FITNESS…PERSONAL REFLECTION…AND BETTER COFFEE

At Northwestern, Adam Maddock taught a weekly fitness “boot camp” to help classmates with their physical and mental fitness. After watching his students “grow stronger and gain mental toughness,” he believes that personal wellness is an undervalued aspect of graduate business education.

“So much about being the best business person you can be hinges on being the best individual person you can be,” he explains. “Too often we can become consumed with the mechanics and fundamentals of business that we miss the personal balance that is such an important variable in the equation. Creating and instilling the idea and importance of balance, physical and mental health and exercise into an MBA could prove to be just as important in furthering careers, happiness and success as ethics, negotiations and, of course, NPV calculations.”

The Class of 2017 even put themselves under the microscope. If the University of Maryland’s Gabrielle Kuey could be a dean for a day, she would immediately convene a “Gauge Day,” where she would conduct gap analysis and “immerse” herself in all things Smith. “I would spend a day in the classroom, conducting mock interviews, and meeting with underrepresented groups (including parents) to discuss what the school can do better to increase diversity, resources the school can offer the students, and how to make them an engaged alumni base.”

All big ideas, but sometimes it is tweaking the small things that resonates most with MBAs. What isTahira Taylor’s bold solution? Try no classes before 9:00 a.m. at Georgetown. That’d win plenty of applause in student circles, but it still falls short to perhaps the best idea yet…courtesy of INSEAD’sMyriam Ahmed.

“I’d make GOOD coffee free – we survive on it! The rest can all be figured out.”

What would you do if you could be dean for a day? Let us know in comments.

 

 

以上内容摘自:

http://poetsandquants.com/2017/06/06/dean-for-a-day-how-mbas-would-change-business-education/ 

 

 

宁老师(Coach Ning)联系方式:

QQ906866938

微信:可通过qq号加宁老师微信

微信公众号:宁老师DIY留学咨询

SKYPEessay-ningchunlong

LinkedIn账号:http://cn.linkedin.com/pub/chunlong-ning/30/28/409

新浪微博:http://weibo.com/ningchunlong

网易博客:http://ningchunlong.blog.163.com/

腾讯博客:http://user.qzone.qq.com/906866938/2

宁老师(Coach NingDIY留学咨询服务说明与收费标准(2016-2017

http://ningchunlong.blog.163.com/blog/static/1153712692016461220967

http://mp.weixin.qq.com/s?__biz=MzA4MDU3MzYxOA==&mid=504022883&idx=1&sn=bb813d21e4565b2911bb7e6cdbc9a07d#rd

(注:上述两个服务说明的链接,若一个无法打开请点击另一个)

宁老师Coach Ning部分MBA或者Master咨询成功案例介绍

http://ningchunlong.blog.163.com/blog/#m=0&t=1&c=fks_087069080082082074081082086095085087084064083087084069093

 

 

DIY留学申请交流QQ群:

MBA申请DIY群:137254413

Master申请DIY群:162474877

MSF/MFE申请DIY 群:27769133

HRM申请DIY群:122368914

MKT申请DIY群:228695973

MSA/Macc申请DIY群:234137969

法律LL.M申请DIY群:110533381

英国及欧洲申请DIY群:209994593

HK申请DIY群:247226867

Canada申请DIY群:255130861

新加坡香港MSF申请DIY群:82449369

MBAMaster申请差别很大请正确选择要加入的群

  评论这张
 
阅读(6)| 评论(0)
推荐 转载

历史上的今天

评论

<#--最新日志,群博日志--> <#--推荐日志--> <#--引用记录--> <#--博主推荐--> <#--随机阅读--> <#--首页推荐--> <#--历史上的今天--> <#--被推荐日志--> <#--上一篇,下一篇--> <#-- 热度 --> <#-- 网易新闻广告 --> <#--右边模块结构--> <#--评论模块结构--> <#--引用模块结构--> <#--博主发起的投票-->
 
 
 
 
 
 
 
 
 
 
 
 
 
 

页脚

网易公司版权所有 ©1997-2017